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PE11-Q3-M2-Fitness Enhancement Through Physical

Activities
Academic (San Mariano National High School)

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Physical Education 11
Quarter 3 – Module 2:
Fitness Enhancement Through
Physical Activities

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Physical Education 11
Alternative Delivery Mode
Quarter 3 – Module 2: Fitness Enhancement Through Physical Activities
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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Every effort has been exerted to locate and seek permission to use these materials from their
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over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Gilbert V. Bongat

Co-Author – Language Editor : Donna S. Villanueva
Co-Author – Content Evaluator : Ricky C. Gonzales
Co-Author – Illustrator : Gilbert V. Bongat
Co-Author – Layout Artist : Kenneth G. Doctolero

Team Leaders:
School Head : Amelinda A. Fandialan
LRMDS Coordinator : Donna S. Villanueva

SDO-BATAAN MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, MAPEH : Ma. Theresa C. Perez
Education Program Supervisor, Senior HS : Danilo S. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano

REGIONAL OFFICE 3 MANAGEMENT TEAM:

Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, MAPEH : Engelbert Agunday, EdD

Printed in the Philippines by theDepartment of Education –

Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph

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Physical Education 11
Quarter 3 – Module 2:
Fitness Enhancement Through
Physical Activities

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Health related and skills related fitness. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:
● Lesson 1 – Components of Health-Related Fitness
● Lesson 2 – Principles of training and Barriers to Physical Activity
● Lesson 3 – Importance of Good Nutrition

At the end of the lesson, you should be able to;

Self-assesses health-related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet. PEH11FH-IIg-i-6

What I Know

Let’s see how well you remember the different aspects that contribute to a person’s
overall physical fitness.
Activity 1: “Arrange Me”
Direction: Analyze and arrange the scrambled letters to form a word. This is the
test where you can remember the health and skills related components.
1. DOBY PMOCTIONOSI— The relative percentage of muscle, fat, bone, and other
tissues that comprise the body. A fit person has a relatively low, but not too low,
percentage of body fat (body fatness).
2. VASLARCUDIORACSSEITNF—The ability of the heart, blood vessels, blood, and
respiratory system to supply fuel and oxygen to the muscles and the ability of the
muscles to utilize fuel to allow sustained exercise. A fit person can persist in physical
activity for relatively long periods without undue stress.
3. ARMAULSC ENCEDUNAR— The ability of the muscles to repeatedly exert
themselves. A fit person can repeat movements for a long period without undue
fatigue.
4. TYFLLIEXIBI—The range of motion available in a joint. It is affected by muscle
length, joint structure, and other factors. A fit person can move the body joints
through a full range of motion in work and in play.

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5. THSTNGRE—The ability of the muscles to exert an external force or to lift a heavy

weight. A fit person can do work or play that involves exerting force, such as lifting
or controlling one’s own body weight.
6. TYGILAI—The ability to change the direction of the movement of the entire body
rapidly and accurately in space.
7. CEBANLA—The maintenance of equilibrium while stationary or while moving.
8. TIONCOORANID—The ability to use the senses with the body parts to perform
motor tasks smoothly and accurately.
9. WEROP—The ability to transfer energy into force at a fast rate.
10. TIONRAEC MTIE—The time elapsed between stimulation and the beginning of
reaction to that stimulation

Lesson
Components of Health-
1 Related Fitness
At the end of the lesson, the learners should be able to;
⮚ Identify the components of health-related fitness, and
⮚ Define the health-related and skills-related fitness.

Definition and examples of the components of fitness

Health-related
Definition Example
components
Body The relative percentage of muscle, fat, bone, and The gymnast has a lean body
Composition other tissues that comprise the body. A fit composition to allow them to
person has a relatively low, but not too low, propel themselves through
percentage of body fat (body fatness). the air when performing on
the asymmetrical bars

The ability of the heart, blood vessels, blood, and

respiratory system to supply fuel and oxygen to
Competing a half marathon
Cardiovascular the muscles and the ability of the muscles to
with consistent split times
Fitness utilize fuel to allow sustained exercise. A fit
across all parts of the run
person can persist in physical activity for
relatively long periods without undue stress.
The range of motion available in a joint. It is A gymnast training to
affected by muscle length, joint structure, and increase hip mobility to
Flexibility other factors. A fit person can move the body joints improve the quality of their
through a full range of motion in work and in play. split leap on the beam.
The ability of the muscles to repeatedly exert A rower repeatedly pulling
Muscular themselves. A fit person can repeat movements for their oar against the water to
Endurance a long period without undue fatigue. propel the boat towards the
line.
The ability of the muscles to exert an external force Pushing with all one’s force in
or to lift a heavy weight. A fit person can do work a rugby scrum against the
Strength
or play that involves exerting force, such as lifting resistance of the opposition
or controlling one’s own body weight. pack.

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The 6 Components of Skill-related Fitness

Parts of physical fitness that help a person perform well in sports and activities
that require certain skill
Different sports/activities require different combinations of Skill-related fitness.

Skill-related
Definition Example
components
The ability to change the A badminton player moving
position of the body around the court from back to
Agility
quickly and control the front and side to side at high speed
movement. and efficiency.
The ability to maintain the A sprinter holds a perfectly still
body’s center of mass above sprint start position and is ready
Balance
the base of support. to go into actions as soon as the
gun sounds.
The ability to use two or A trampolinist timing their arm
Coordination more body parts together. and leg movements to perform the
perfect tuck somersault
The ability to perform A javelin thrower applies great
Power strength performances force to the spear while moving
quickly. their arm rapidly forward.
The time taken to respond A boxer perceives a punch from
Reaction Time to a stimulus. their left and rapidly moves their
head to avoid being stuck.
The ability to put body parts A tennis player moving forward
Speed into motion quickly. from the baseline quickly to reach
a drop shot close to the net.

What’s In

Activity 2: Match and Fill

Direction: Written below are descriptions of the principles of training. A “Word Pool”
is given on the next page which contains the word/s that match the descriptions.
Write your answers in your answer sheet.
1. This is the most basic principle that indicates doing “more than normal”.
2. Refers to number of times a physical activity is done each week.
3. It is a gradual increase exerting effort or load that is done not too slowly, nor
to rapidly.
4. This is when the body does not have time to adapt to training and as a result
the fitness of the athletes declines, and they are more at risk of becoming ill
or injured.
5. It is also referred to as the magnitude of the effort required to perform an
activity or exercise.
6. This suggests that overloading must specifically train a desired body part to
improve.
7. It is the duration or the length of session of a physical activity.
8. This shows that benefit and changes achieved from overload will last only if
training is continuous.

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9. Training is manipulated by offering a variety of training

10. All athletes are different. Training must be related to the athlete’s age and
gender, their injury status and fitness level.
WORD POOL
Overload principle Intensity Frequency Principle of Progression
Overtraining Principle of Specificity Time Type
Individual Needs Principle of Reversibility

What’s New

Lesson
Principles of training and
2 Barriers to Physical Activity

At the end of the lesson, the learners should be able to;

a. Identify the principles of training and barriers to physical activities.
b. Write an essay about ‘How to enhance my Fitness During Pandemic’.
DEFINITION AND DESCRIPTIONS OF PRINCIPLE OF TRAINING
The principle of training should be thought of as the “golden rules” of
making fitness training work for the individual participant. Following these golden
rules will help to guarantee success and will carry athletes towards their training
and performance goals. All training is aimed at creating long-term physical changes
in the body systems. These changes are referred to as adaptations.
Specificity-training must be relevant to the individual and their sport. This can be
achieved by tailoring training specifically for the sport or even the position that the
individual plays, the muscle groups that they use most of the dominant energy
system of the athlete.
Progressive Overload-training frequency, intensity, time, or type must be increased
over the training period to ensure that the body is pushed beyond its normal rhythm.
FITT- (Frequency, Intensity, Time, Type)
Frequency-is increased by training a greater number of times each week.
Intensity-is increased by lifting a greater resistance, such as with weight training,
or by training at a higher percentage of maximum heart rate (maxHR). This can be
done either as continuous or interval training.
Time-can be manipulated by training for longer, reducing recovery times or by
completing a greater number of sets or repetitions (also known as reps).
Type- type of training is manipulated by offering a variety of training types and
experiences to the athlete by combining training methods.

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Individual needs-all athletes are different. Training must be related to the athlete’s
age and gender, injury status, and fitness level. Any training that fails to be relevant
to the individual will fail to motivate the athlete and will prove to be unsuccessful in
the long term.
Rest and recovery- physical adaptations occur during the recovery and non-active
period of the training cycle. Therefore, athletes and trainers must achieve the right
amount of rest between sessions, good sleep patterns, and the right nutrition,
including the use of protein, to help repair the damage caused by intense training.
Reversibility-systems reverse or de-adapt if training stops or is significantly
reduced or injury prevents training from taking place. It is essential to avoid breaks
in training and to maintain the motivation of the athlete.
Overtraining- if an athlete does not have sufficient rest periods then they are at risk
of overtraining this is when the body does not have time to adapt to the training and
as a result, the fitness of the athlete declines, and they are more at risk of becoming
ill or injured.
BARRIERS TO PHYSICAL ACTIVITY

Many technological advances and conveniences that have made our lives easier and
less active, many personal variables, including physiological, behavioral, and
psychological factors may affect our plans to become more physically active.
Understanding common barriers to physical activity and creating strategies to
overcome them may help make physical activity part of daily life. People experience
a variety of personal and environmental barriers to engaging in regular physical
activity.

Personal Barriers

With technological advances and conveniences, people’s lives have in many ways
become increasingly easier, as well as less active. In addition, people have many
personal reasons or explanations for being inactive. The most common reasons
adults do not adopt more physically active lifestyles are cited as
● insufficient time to exercise
● inconvenience of exercise
● lack of self-motivation
● non-enjoyment of exercise
● boredom with exercise
● lack of confidence in their ability to be physically active (low self-efficacy)
● fear of being injured or having been injured recently
● lack of self-management skills, such as the ability to set personal goals,
monitor
● progress, or reward progress toward such goals
● lack of encouragement, support, or companionship from family and friends
● non-availability of parks, sidewalks, bicycle trails, or safe and pleasant
walking
● paths close to home or the workplace
The top three barriers to engaging in physical activity across the adult lifespan are :
● time
● energy
● motivation

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In a 2013 study that aimed to identify the external and internal barriers to
physical activity and exercise participation among middle-aged and elderly
individuals the most common external barriers among the middle-aged and elderly
respondents were 'not enough time', 'no one to exercise with' and 'lack of facilities'.
The most common internal barriers for middle-aged respondents were 'too tired',
'already active enough', 'do not know how to do it' and 'too lazy', while those for
elderly respondents were 'too tired', 'lack of motivation' and 'already active enough’.
Other barriers include:
∙ cost ∙ facilities
∙ illness or injury ∙ transportation
∙ partner issues ∙ skill
∙ safety considerations ∙ childcare
∙ uneasiness with change ∙ unsuitable programs

Environmental barriers

The environment in which we live has a great influence on our level of physical
activity. Many factors in our environment affect us. Obvious factors include the
accessibility of walking paths, cycling trails, and recreation facilities. Factors such
as traffic, availability of public transportation, crime, and pollution may also have an
effect. Other environmental factors include our social environment, such as
support from family and friends, and community spirit. It is possible to make
changes in our environment through campaigns to support active transportation,
legislation for safer communities, and the creation of new recreation facilities.

What is It

Lesson
Importance of Good
3 Nutrition
At the end of the lesson, the learners should be able to;
a. Define what is nutrition
b. Identify the importance of proper nutrition

Nutrition-is the health branch that stresses the importance of food for growth and
development, as well as in lowering the chances of acquiring diseases and illness.
Proper nutrition relies on the mix of food with varying nutrients that we need to eat
every day. Having too much or too little of these nutrients can lead to illnesses. The
key principles of nutrition are adequacy, balance, and variety.

What are the nutrients?

❖ Nutrients are important food substances that help our body function properly. It
provides energy and facilitates the growth and repair of cells. There are six types of
nutrients: water, protein, carbohydrates, fats vitamins, and minerals.

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❖ Macronutrients such as carbohydrates, fats, proteins, and water are required by the
body in a large amount. Micronutrients such as vitamins and minerals are only
needed in very little amounts.

Why it is important?
Most people know good nutrition and physical activity can help maintain a healthy
weight. But the benefits of good nutrition go beyond weight. Good nutrition can
help:
What is good nutrition?
Good nutrition means your body gets all the nutrients, vitamins, and
minerals it needs to work its best. Plan your meals and snacks to include nutrient-
dense foods that are also low in calories.

What are the effects of bad nutrition?

The purpose of recovery nutrition is to replenish fluid, electrolyte, and
glycogen. It also aids in making new muscle protein and cellular components as well
as promotes proper immune functions.

How to Maintain a Healthy Eating Lifestyle

What you eat each day affects your health and how you feel now and in the
future. Good nutrition plays a major role in helping you lead a healthy lifestyle. When
combined with physical activity, your diet can help you reach and maintain a healthy
weight and reduce your risk of chronic conditions such as diabetes or heart disease
and promote overall health and wellbeing.

Maintaining a Healthy Lifestyle

To maintain your healthy eating habits, try the following tips.
❖ Add More Fruits & Veggies
❖ Prepare Healthy Snacks
❖ Reduce Fat, Salt, and Sugar
❖ Control Portion Sizes
❖ Practice Healthy Eating in School

What are ways to improve eating habits?

Reflect, Replace, Reinforce: a process for improving your eating habits
❖ REFLECT on all specific eating habits, both bad and good; and identify common
triggers for unhealthy eating.
❖ REPLACE unhealthy eating habits with healthier ones.
❖ REINFORCE it with new, healthier eating habits.

What I Have Learned

Great job! It seems that you already equipped with the information that you have
learned from the past learning sessions so let us try to answer the next activity for a
better understanding of the learning session.
Activity 4: Self Reflection

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Directions: Give at least 5 examples of physical activity that are usually you do.
Identify what type of health-related fitness component it belongs. Write your answer
in the table given below.
Activities Health-Related Fitness Component
1. Example- Running Cardiovascular fitness
2.
3.
4.
5.

1. What is the role of physical activity in your life?

2. Do you think that being physically fit and healthy is important? Why or why not?
3. I have learned that health related fitness exercises have?

What I Can Do

Job well done! it’s nice to know that you’ve learned a lot in the past learning session.
It’s time to perform the tasks.

Activity 5: Performance Tasks

Directions: Rate your stunts after performing the different tasks assigned by
checking the description stated below. Compute your scores and refer to the
equivalents.

Score Equivalents: 16-20 = Excellent

11-15 = Good
6-10 = Fair
0-5 = Need Improvement

I need
improvem I am I am very
I am
ent to good at satisfactory
skillful at
practice this at this
TASKS/STUNTS this stunt.
at this stunt. stunt.
(4)
stunt. (2) (3)
(1)
1. One Foot Balance
Left/Right foot (10 seconds)
2. Run in Place (20 seconds)
3. Push-ups (10 reps)
4. Side leg raise Right/left leg
(10 reps)
5. Single leg hopping
Right/left foot (10 reps)
Total Score /20

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Follow up questions:
1. After you performed the stunts what do you feel?
2. As a student what do you think the benefits of participating in physical activity.
Can you cite at least 10 benefits of health-related fitness exercises.

Assessment

Directions: Read each statement carefully. Choose the best answer. Write your
answer on a separate sheet.
1. Which of the following is not an example of skill-related fitness?
a. Agility c. Flexibility
b. Coordination d. Reaction Time
2. Which of the following is NOT good to maintain your healthy eating habits?
a. adds more fruits and veggies c. prepares unhealthy snack.
b. control portion sizes d. reduces fat, salt, and sugar.
3. Which statement is correct about balance?
a. the ability to control the body’s position either stationary or while moving.
b. the ability to change the body’s position and direction fast.
c. the ability to exert maximum contraction instantly in an explosive burst of
movement.
d. the ability to move your body or part of your body quickly.
4. Which of the following are the benefits of good nutrition?
a. reduces high blood pressure. c. improves your well-being
b. increases your energy level. d. all of the above
5. the following are examples of personal barriers except?
a. lack of self-motivation c. traffic
b. insufficient time to exercise. d. boredom with exercise
6. What are the health-related components of fitness?
a. Cardiovascular endurance, muscular strength, muscular endurance,
flexibility, and body composition
b. Agility, balance, coordination, power, reaction time and speed
c. Cardiovascular endurance, muscular strength, power, reaction time and speed
d. Agility, balance, coordination, flexibility, and body composition
7. It contains the proper quantities and proportions of the needed nutrients to
maintain good health.
a. nutrients b. balanced diet c. eating habits. d. food pyramid

8. Which two of the following are not aspects of skills related fitness?
a. Agility, reaction time c. Cardiovascular, flexibility
b. Power, speed d. Balance, coordination

9. Which of the following would be most important to a shot putter.

a. Agility c. Muscular Endurance
b. Flexibility d. Power

10. Found to be one of the leading causes of overweight and obesity?

a. Overweight b. Overeating
c. Bad sleeping habit d. Eating before sleeping.

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Additional Activities

In this activity the students will be able to understand the concepts of being
physically fit especially during the pandemic situation. And give the students to
express their thoughts about health through essay writing.
Activity 7: What I Think!
Direction: Imagine that you are writing an article for sports magazine. Your task is
to write an essay about How to Enhance my Fitness During Pandemic and how to
encourage the people to become physically fit by engaging in sports. Write your
answer on your activity sheet
The rubric below shows how your essay will be graded
RUBRIC FOR ESSAY WRITING

Approaching
Advanced Proficient Developing Beginning
Criteria Proficiency
(5pts) (4pts) (2pts) (1pt)
(3pts)
Content Content Content Content is Content is Content is very
surmounts reaches near the beyond the basic and
anticipation expected expected expected lacks in-depth
. Treatment result. result. result details analysis
of details is Treatment of Treatment of are in the
advanced details with details with developing
and in- some shallow some shallow phase and
depth ideas ideas. very shallow
Organiza The The structure The structure The The is
tional structure of of the essay is of the essay is structure of unorganized
And style the essay is organized, somewhat the essay is and not
highly and organized and not too coherent with
organized coherence is shows organized the topic.
and shows obvious. coherent. and There is no
coherence. There is There is coherent. variety in
There is variety in somehow a There is little structure and
variety in style which variety in style variety in subject matter.
style which makes the which makes structure
makes the essay the essay and subject
essay very impressive. good.
impressive.
Grammar There are There are There are There are Grammar
no minimal some many errors lacks order
grammatical grammatical grammatical found in the and neatness.
errors in the errors in the errors found in grammar. There are
essay. essay. the essay Editing is numerous
suggested errors.
Major
reconstruction
is suggested.
Spelling There no There are 1-3 There are 4-6 There are 7- There are more
spelling errors in errors in 10 errors in than 10 errors
errors in the spelling. spelling. spelling in spellings
theme
Total /20

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What I Know What’s In What’s More
Body Overload Principle Personal Barrier
Composition Frequency Insufficient time to exercise.
Cardiovas Principle of Lack of self-motivation
cular Fitness Progression Boredom to exercise
Muscular Overtraining Lack of confidence
Endurance Intensity Fear of being injured.
Flexibility Principle of Specificity Lack of self-management skills
Strength Time Progress or reward progress
Agility Principle of toward such goals
Balance Reversibility Lack of encouragement
Coordinati Type Path close to home or the
on Individual Needs workplace
Power sonal Barrier
Reaction Accessibility of walking path
Time Traffic
Recreation facilities
Availability of transportation
Crime
What I Have learned pollution
What I Can do
Answer may vary. The score will be
graded base on the
rubric.
Assessment
C Additional Activities
C
D The score will be graded base on the
C rubric.
C
A
C Answer Key
C
D
B
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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan- Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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